Coproducing a Faculty Feedback Program for School of Medicine Educators.

OBJECTIVES

Many institutions have developed holistic faculty evaluation programs to address limitations of using student feedback as a sole means of measuring teaching effectiveness. Much of the current literature on faculty development and evaluation explores retrospective data about faculty reactions and/or outcomes of teaching evaluation programs, but few have described this level of faculty input gathered prospectively. As a first step in designing a faculty evaluation program, we partnered with faculty, using the conceptual framework of co-production to ensure we have considered their needs, and anticipate this will promote stakeholder buy-in, and lead to more uptake in faculty who want to participate in a faculty evaluation program.

METHODS

In 2023, we conducted focus groups with 25 faculty to proactively determine faculty educator needs before design of a faculty evaluation program at the Spencer Fox Eccles School of Medicine at the University of Utah. Codes from focus group transcripts were mapped to the Faculty Developmental Conceptual Framework to determine themes.

RESULTS

Resultant themes mapped to contextual factors of the institution, relationships between individuals, and individual-level factors.

CONCLUSIONS

We established three guiding principles to address faculty needs and values in a model faculty feedback program with the aim of building a sustainable program to promote faculty growth and development.

SUPPLEMENTARY INFORMATION

The online version contains supplementary material available at 10.1007/s40670-024-02203-9.